Stage 2

This consists of controlled practice of the highlighted features, usually in isolation. So if students are studying a formal letter, they may be asked to practise the language used to make formal requests, practising the 'I would be grateful if you would...¹ structure.

Stage 3

Organization of ideas. This stage is very important. Those who favour this approach believe that the organization of ideas is more important than the ideas themselves and as important as the control of language.

Stage 4

The end result of the learning process. Students choose from a choice of comparable writing tasks. Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent and competent users of the language.

A process approach

Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use; brainstorming, group discussion, re-writing. Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows;

Stage 1

Generating ideas by brainstorming and discussion. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas.

Stage 2

Students extend ideas into note form, and judge quality and usefulness of ideas.

Stage 3

Students organise ideas into a mind map, spidergram. or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts.

Stage 4

Students write the first draft. This is done in class and frequently in pairs or groups.

Stage 5

Drafts arc exchanged, so that students become the readers of each others work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.

Stage 6

Drafts are returned and improvements are made based upon peer feedback.

Stage 7

A final draft is written.

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